Eighth+Grade

Eighth Grade
Place date before each entry under each question. 8/26/10 Standard I  Science Process & Scientific Inquiry- Activity Identifying Parts of an Investigation, LAB: Ball Bounce, Inquiry Lab: Graphing Note We discussed strategies for time management in honors and general classes. Ideas were generated about making sure all students are challenged regardless of ability level. 9/2/10 The basics of experimental design have been covered as a part of our inquiry unit. Students are reviewing metric measurement and are applying their experimental design knowlege to in-class investigations. Students will write formal lab reports based on the research and data they collect. 9/9/10 Science Process and Scientific Inquiry - finishing up with graphing, metric and testing. 9/16/10 Standard 8.5 Forces and Motion 8/26/10 Some students were given a pre-assessment to focus on instruction. In **Standard I:** ** Weakness: ** Identifying Variables & Writing a Hypothesis (General & Honors); Graphing (General) ** Strength: ** Graphing (Honors) 9/2/2010 Determined at the beginning of unit for pacing, but regular formative assessment will be used to check for understanding. 9/9/10 We haven't taken a nine weeks test. We discussed ways to improve student understanding of graphing. 9/16/10 Rebound addresses the need for reteaching. Tutoring for their retest will address strength and weaknesses. 8/26/10 See above, regarding pre-assessment for the unit. Regular formative assessment will be used to check for understanding, and strategies will be adjusted accordingly. 9/2/10 See above, regarding pre-assessment for the unit. Regular formative assessment will be used to check for understanding, and strategies will be adjusted accordingly. Individual teacher strategies vary based on student need. 9/9/10 See above. 9/16/10 Activities are varied as well as the assessments. Students collect and analyze data, practice different problems, and are assessed with different quizzes and test. 8/26/10 **All levels:** Remembering /Understanding (pre-assessment, teacher Q&A) Applying/Analyzing: Using the scientific method in investigating a problem & interpreting data from an investigation Evaluating/Creating: Design an Investigation & Technological Design and graphs, creating lab reports 9/2/10: Same as above. 9/9/10 - See above 9/16/10 All levels 8/26/10 **Pre-Assessment:** All levels; **Lab Safety Test:** Remembering/Understanding/Applying 9/2/10 Summative Assessment (experimental design and graphing) - All levels 9/9/10 - Some have tested using all levels, some have not. 9/16/10 All levels
 * Where are you on your long-range plans, pacing, and content standards?
 * After the analysis of nine weeks tests and grades, how will you address student strengths and weaknesses?
 * How have you used your student’s scores (PASS, MAP, formative/summative assessments, grade distribution sheets) to differentiate instruction?
 * Where did this week’s learning goals fall within Bloom’s Taxonomy?
 * In looking at your last assessment (formative/summative), identify the level of Bloom’s utilized within the assessment.

8/26/10 **Magazine Subscriptions:** Science News **or** National Geographic Extreme (class set) 9/2/10 Same as above 9/9/10 I plead the fifth 9/16/10 Needed - blue track, and command strips. We would also like to look into the restructuring of our 6th block class sizes. Another need is at least 15 or 20 computers on the laptop carts, and the shared folder will not connect on the portable labs. 9/2/10: Dissinger, Eisele, Lunn, Westmoreland 8/26/10 Dissinger, Eisele, Lunn, Westmoreland 9/9/10 See above 9/16/10 Dissinger, Eisele, Lunn, Westmoreland
 * Comments ~ Concerns ~ Needs (resources)
 * Teachers in attendance: